| 6.1 |
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
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| 6.1A |
Listen actively to interpret a message, ask clarifying questions, and respond appropriately.
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Listen
ACTIVELY TO INTERPRET A MESSAGE
Including, but not limited to:
- Listening actively may include:
- Practicing attentive body language and/or facial expressions, such as nodding, tilting head, leaning forward slightly, making eye contact, and focusing attention on the speaker rather than environmental factors
- Considering the rhetorical situation of the communication (speaker’s background, topic, intended audience, context)
- Annotating, taking notes or following along on provided handouts, visual aids, or other support materials
- Following directions, answering questions, and participating/engaging with the speaker and presentation as needed or requested
- Interpreting the speaker’s message by examining details, examples, illustrations, and tone
- Analyzing the speaker’s nonverbal language by examining elements such as facial expressions, movement, appearance, eye contact, gestures, and posture
- Using context clues to understand new or unfamiliar vocabulary
Ask
CLARIFYING QUESTIONS
- Asking clarifying questions may include:
- Asking questions to gather more information and clarify ideas
- Asking for explanations of unfamiliar concepts or vocabulary
- Asking for evidence or resources that support the message and details shared
- Questioning the validity of the message, details, or viewpoints shared by the speaker or audience
Respond
APPROPRIATELY
- Responding appropriately may include:
- Commenting to add information, make connections, communicate understanding, and challenge claims
- Engaging the speaker using appropriate timing
- Responding in a polite tone
- Staying on topic
- Respecting multiple perspectives and points of view
Note(s):
- TxCCRS:
- III. Speaking — A. Understand the elements of both formal and informal communication in group discussions, one-on-one situations, and presentations.
- II. Speaking — A1. Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
- IV. Listening — A. Apply listening skills in a variety of settings and contexts.
- V. Listening — A1. Use a variety of active listening strategies to enhance comprehension.
- IV. Listening — A2. Listen critically and respond appropriately.
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| 6.1B |
Follow and give oral instructions that include multiple action steps.
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Follow, Give
INSTRUCTIONS THAT INCLUDE MULTIPLE ACTIONS STEPS
Including, but not limited to:
- Clarifying/providing purpose, expectations, required resources/materials, and procedures for written and oral tasks and processes
- Clarifying/providing specific and appropriate vocabulary
- Ordering steps and directives in a logical manner
- Providing advice and tips for success, productivity, and skill improvement
- Speaking, listening, and collaborating in whole class, small group, and one-on-one contexts
- Answering, anticipating, and asking questions related to areas of misunderstanding and curiosity
- Negotiating problems and logical inconsistencies with instructions
- Reading, annotating, and listening for complete instructions, including the purpose of the activity or task, materials and resources needed, criteria for evaluation, and expectations for participation
- Executing a task, performance, or procedure based on multi-step directions
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| 6.1D |
Participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
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Participate
IN STUDENT-LED DISCUSSIONS BY ELICITING AND CONSIDERING SUGGESTIONS FROM OTHER GROUP MEMBERS, TAKING NOTES, AND IDENTIFYING POINTS OF AGREEMENT AND DISAGREEMENT
Including, but not limited to:
- Participating in effective student-led discussions may include:
- Following explicit and implicit instructions to solve a problem or explore a concept
- Providing structures, roles, norms, etc. that ensure equal contributions from each group member
- Leading, facilitating, or engaging in a discussion that is initiated and driven by students
- Pre-writing, annotating, and/or brainstorming independently prior to collaboration to ensure all group members are informed of the discussion topic
- Contributing relevant information or research related to the topic
- Modifying ideas or perspectives as more evidence is presented
- Redirecting group members who stray off-topic or elaborate on tangential, unrelated ideas
- Practicing active listening
- Refraining from dominating the discussion with excessive responding
- Maintaining respect for group members’ thoughts and opinions and being open to multiple viewpoints
- Maintaining a positive and welcoming demeanor
- Eliciting or considering suggestions from other group members may include:
- Being open and respectful to multiple viewpoints
- Providing additional relevant details, explanations, and/or research about an idea discussed by oneself or another group member
- Acknowledging, evaluating, and researching opposing arguments
- Providing and accepting both positive and constructive feedback such as positive observations, compliments, and ideas about improvements or weaknesses
- Taking notes may include:
- Identifying, paraphrasing, or summarizing key ideas of the discussion
- Identifying points of agreement and disagreement may include:
- Identifying and categorizing similarities and differences in ideas between group members
- Using evidence to further explain or support a point of agreement of disagreement
- Student-led discussions — students lead and engage in extensive conversations about a text or a given topic
Note(s):
- Structured collaboration involves a systematic approach with pre-established ground rules for contributing as well as responding to the contributions of others.
- TxCCRS:
- III. Speaking — A. Understand the elements of both formal and informal communication in group discussions, one-on-one situations, and presentations.
- II. Speaking — A1. Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
- IV. Listening — A. Apply listening skills in a variety of settings and contexts.
- IV. Listening — A2. Listen critically and respond appropriately.
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| 6.2 |
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
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| 6.2A |
Use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech.
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Use
PRINT OR DIGITAL RESOURCES TO DETERMINE THE MEANING, SYLLABICATION, PRONUNCIATION, WORD ORIGIN, AND PART OF SPEECH
Including, but not limited to:
- Using print (e.g., book) or digital (e.g., website, app) resources may include:
- Using resources such as dictionaries, thesauruses, glossaries, etc.
- Using guide words and/or knowledge of alphabetical order to locate words in print resources
- Using search features to find words in digital resources
- Analyzing an entry in a resource
- Analyzing any accompanying visual or image in a resource that is related to the definition/meaning of a word
- Determining word meaning using resources may include:
- Reading and understanding the given definition, including breaking it into parts if necessary
- Determining the applicable word meaning when multiple definitions are provided by considering the context in which the word is used
- Breaking vocabulary into prefixes, suffixes, and roots to determine overall word meaning as necessary
- Relating new vocabulary to synonyms or antonyms to aid in meaning
- Determining word syllabication and pronunciation may include:
- Identifying the number of syllables identified in the resource
- Identifying the phonetic symbols included in each syllable
- Identifying the placement of accented syllables in the word
- Applying the sounds of the phonetic symbols and the accented syllable to correctly pronounce the word
- Determining word origin may include:
- Analyzing any provided details about word origin
- Identifying Latin or Greek roots, prefixes, and suffixes and their meanings
- Determining part of speech may include:
- Identifying the word’s placement in the sentence
- Determining the grammatical function of the word in the sentence
- Looking for visual clues, such as capitalization (for proper nouns)
- Identifying the part of speech abbreviation next to the word in the entry
- Distinguishing between multiple definitions and parts of speech for the same word to determine the definition that is appropriate for the context in which the word was found
- Syllabication — the process of dividing words into syllables
- Pronunciation — the way in which a word is spoken
- Word origin — the initial place(s) and historical era(s) a word was derived and developed
- Part of speech — a category assigned to a word based on its syntactic function; the 8 primary parts of speech include noun, pronoun, verb, adjective, adverb, conjunction, preposition, interjection
Note(s):
- Grade Levels):
- Refer to 6.2C for more information about Latin and Greek roots.
- TxCCRS:
- II. Reading — B. Apply a variety of strategies to determine the meanings of unfamiliar words and phrases..
- II. Reading — B3. Use reference guides to confirm the meanings of new words or concepts.
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| 6.2B |
Use context such as definition, analogy, and examples to clarify the meaning of words.
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Use
CONTEXT TO CLARIFY THE MEANING OF WORDS
Including, but not limited to:
- Using context to determine word meaning may include:
- Identifying unfamiliar words and locating key phrases surrounding the words that clarify meaning
- Using context clues within the sentence or larger section of text to determine the meaning of a word
- Identifying any surrounding text features that may indicate word meaning
- Examining the placement and function of a word in a sentence to identify its part of speech
- Breaking vocabulary into prefixes, suffixes, and roots to determine each part’s meaning
- Confirming the word meaning with a dictionary or thesaurus as necessary
- Restating ambiguous or unfamiliar words using familiar wording
- Context — the words, sentences, or passages that precede or follow a specific word, sentence, or passage
Note(s):
- A dictionary or thesaurus can help students determine word meaning; however, students should consider definitions and synonyms in conjunction with contextual meaning.
- TxCCRS:
- II. Reading — B. Apply a variety of strategies to determine the meanings of unfamiliar words and phrases..
- Reading — B1. Identify new words and concepts acquired through study of their relationships to other words and concepts.
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| 6.3 |
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to:
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| 6.3A |
Adjust fluency when reading grade-level text based on the reading purpose.
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Adjust
FLUENCY WHEN READING GRADE-LEVEL TEXT BASED ON THE READING PURPOSE
Including, but not limited to:
- Adjusting fluency to reading purpose may include:
- Identifying the purpose for reading a text (e.g., reading a selection for enjoyment, to perform the text, to identify or find important details, to note critical concepts, etc.) and the audience
- Reading with rate, accuracy, phrasing, and expression appropriate for the genre, purpose, and audience and adjusting as necessary
- Fluency — the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing; not hurried reading
- Rate — the number of words read per minute
- Accuracy — reading words without errors
- Phrasing — reading with appropriate pauses by chunking the text into meaningful parts/phrases
- Expression — emphasizing words and sentences through changes in tone of voice while reading
Note(s):
- The goal of fluency is the time (not speed) needed to ensure comprehension.
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| 6.4 |
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to:
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| 6.4A |
Self-select text and read independently for a sustained period of time.
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Self-select
TEXT
Including, but not limited to:
- Determining personal interest areas, goals, and purposes for reading
- Using online tools, sites, and search engines to find texts that meet criteria for student interests and goals
- Discussing reading interests with others (e.g. peers, teachers, librarians) to guide text selection
- Previewing texts for individual reading interests, goals, and accessibility and choosing texts that meet these criteria
- Determining if the text is a good fit for an individual’s reading ability and maturity
- Choosing a text after researching possibilities based on personal criteria such as interest, ability, and purpose
Read
INDEPENDENTLY FOR A SUSTAINED PERIOD OF TIME
Including, but not limited to:
- Outlining questions one has about the text or author prior to reading
- Reading for a pre-determined period of time without interruption
- Maintaining focus on the text while reading and ignoring distractions from environmental factor
- Building stamina through extended and regular independent reading
- Taking notes independently as needed to document ideas, observations, reflections, questions, etc. with response journals, reading logs, or conversations
- Reflecting (in writing, orally, or mentally) on the text before, during, and after reading to determine answers to questions one had prior to reading, to identify lingering or new questions, and/or to explore concluding thoughts on the text and author
Note(s):
- Students may read challenging texts as long as decoding does not unduly interrupt comprehension. Reading above ability level can be intellectually stimulating or can cause frustration and result in lack of comprehension of topic unless student has prior background knowledge or innate interest in the topic.
- The purpose of self-selected, sustained reading is for enjoyment, exposure, and to build fluency and stamina. Reading self-selected texts is effective if students are given the opportunity to read selections relevant to them. Students are more likely to commit to the practice if they have background knowledge and/or interests in what they are reading.
- Literary, informational, and argumentative texts are all equally important in the scope of literacy, and students should have the opportunities to explore a variety of genres.
- TxCCRS:
- II. Reading — C. Read and analyze literary and other texts from a variety of cultural and historical contexts.
- II. Reading — C1. Read widely, including complete texts from American, British, and world literatures.
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| 6.5 |
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
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| 6.5A |
Establish purpose for reading assigned and self-selected text.
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Establish
PURPOSE FOR READING ASSIGNED AND SELF-SELECTED TEXTS
Including, but not limited to:
- Establishing a purpose for reading may include:
- Previewing text/print features such as title, headings, graphics, etc.
- Determining genre of text and considering previous knowledge about the genre
- Identifying personal goals and reasons for reading a text, including personal interests and individual needs
- Determining the focus and goals for an assigned reading task
- Making connections between class discussions, previous readings, and reading goals
- Reflecting on the purpose for reading and revising the purpose as needed
- Purposes for reading may include:
- To gain new knowledge
- To understand or study differing perspectives on an issue
- To learn task-related information and/or follow directions
- To enlighten or reveal important truths
- To enjoy or be entertained
- To solve problems
- To analyze author’s craft, author’s purpose, and/or message
- To analyze and evaluate an argument
- To gather support or research
Note(s):
- Grade Level(s):
- This SE focuses on the reader’s purpose for reading. Refer to 6.9A for more information about authors’ purposes for writing.
- Refer to 6.4A for more information about self-selecting texts.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A1. Use effective reading strategies to determine a written work’s purpose and intended audience.
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| 6.5B |
Generate questions about text before, during, and after reading to deepen understanding and gain information.
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Generate
QUESTIONS ABOUT TEXT BEFORE, DURING, AND AFTER READING TO DEEPEN UNDERSTANDING AND GAIN INFORMATION
Including, but not limited to:
- Questions before reading may relate to:
- Identifying the genre, author, topic, intended audience, and context
- Making predictions about the text, topic, author’s purpose/message, characters, setting, events, etc.
- Making connections using background knowledge
- Questions during reading may relate to:
- Monitoring comprehension and predictions
- Making connections such as text-to-self, text-to-text, text-to-society
- Clarifying meaning or information, including unfamiliar vocabularyParaphrasing and summarizing key idea
- Questions after reading may relate to:
- Making connections such as text-to-self, text-to-text, text-to-society
- Reflecting on unanswered questions or uncertainties about the text, topic, or author
Note(s):
- To foster student ownership of metacognition, questions should be generated by the student not the teacher per the focus of this SE. However, teacher modeling may be necessary.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A1. Use effective reading strategies to determine a written work’s purpose and intended audience.
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| 6.5C |
Make, correct, or confirm predictions using text features, characteristics of genre, and structures.
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Make, Correct, Confirm
PREDICTIONS
Included, but not limited to:
- Making predictions may include:
- Using background knowledge to make predictions
- Using details and evidence from the text
- Correcting, revising, and/or confirming predictions may include:
- Using additional details and evidence from the text to correct, revise, and/or confirm predictions.
- Prediction — a form of inference in which the reader gathers and analyzes details in order to anticipate and foresee forthcoming events and information
Note(s):
- Grade Level(s):
- Refer to 6.6F for information related to making, inferences, including predictions.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A2. Use text features to form an overview of content and to locate information.
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| 6.5D |
Create mental images to deepen understanding.
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Create
MENTAL IMAGES TO DEEPEN UNDERSTANDING
Including, but not limited to:
- Creating mental images may include:
- Using background knowledge
- Focusing on active verbs, vivid adjectives, concrete nouns, and extended descriptions, including figurative language
- Pausing to visualize sections of text
- Connecting ideas within the text to personal experience and/or other texts
- Monitoring comprehension
- Modifying mental images based on new information and details
- Using mental images to infer deeper meaning about the text
- Mental images — visualizing physical details from a text such as actions, characters, scenes, events, and setting
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| 6.5E |
Make connections to personal experiences, ideas in other texts, and society.
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Make
CONNECTIONS TO PERSONAL EXPERIENCES, IDEAS IN OTHER TEXTS, AND SOCIETY
Including, but not limited to:
- Making connections between a text and personal experiences may include:
- Recalling personal situations, thoughts, feelings, relationships, self-identity, and experiences and comparing them with content from a text such as theme, details, events, setting, and character(s)
- Building empathy for others represented in a text because of a shared experience
- Making connections between ideas and features across texts may include:
- Comparing themes, topics, details, events, settings, characters, genre characteristics, text structures, tone, rhetorical/literary devices, etc.
- Making connections between a text and society may include:
- Comparing details, events, settings, characters, and thematic links to past, present, or future society
- Analyzing connections between different levels of society such as communities, state, region, country, and world
- Analyzing connections between different aspects of society such as economic, political, social, cultural, and environmental connections
Note(s):
- Grade Level(s):
- This SE emphasizes the metacognitive process of making connections. Refer to 6.6A for information related to describing personal connections.
- Honoring each student’s unique knowledge, language, and cultural/ethnic background is a critical part of supporting students’ ability to make connections. This is especially critical for English Language Learners.
- TxCCRS:
- II. Reading — D. Acquire insights about oneself, others, or the world from reading diverse texts.
- II. Reading — D1. Make text-to-self, text-to-text, and text-to-world connections.
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| 6.5F |
Make inferences and use evidence to support understanding.
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Make
INFERENCES TO SUPPORT UNDERSTANDING
Including, but not limited to:
- Making inferences may include:
- Combining details read, heard, or viewed, including text/print or graphic features, with background knowledge in order to go beyond a literal interpretation of the text
- Generating inferences about author’s purpose, message, topic, word meaning, etc.
- Considering the rhetorical situation (author, the intended audience, speaker/writer, topic, and context) when making inferences
- Inference — a logical guess made by connecting bits of information
- Types of inferences include:
- Drawing conclusions — a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information and comes to a decision; the conclusion is generally based on more than one piece of information.
- Generalization — a form of inference in which the reader makes a broad statement about a group of people or things based on a limited amount of information
- Prediction — a form of inference in which the reader gathers and analyzes details in order to anticipate and foresee forthcoming events and information
Use
EVIDENCE TO SUPPORT UNDERSTANDING
Included, but not limited to:
- Using evidence to support understanding may include:
- Rereading text for key information
- Determining the words, phrases, and sentences that best support an inference, idea, assertion, or analysis
- Differentiating between relevant and irrelevant details
- Citing the author and source as necessary
- Evidence — specific details or facts that support an inference or idea
Note(s):
- Grade Level(s):
- Refer to 6.5C for more information about predictions.
- Refer to 6.6C for information related to using text evidence.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A4. Make evidence-based inferences about a text’s meaning, intent, and values.
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| 6.5I |
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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Monitor
COMPREHENSION
Make
ADJUSTMENTS WHEN UNDERSTANDING BREAKS DOWN
Including, but not limited to:
- Monitoring comprehension and making adjustments may include:
- Re-reading a portion of the text silently or aloud
- Using background knowledge to connect to the text
- Asking questions before, during, and after reading
- Annotating the text with commentary and questions that identify significant features of the text, meaningful connections, and key ideas
- Recognizing unfamiliar or ambiguous vocabulary and using context and/or resources to verify meaning
- Searching the text for evidence to support ideas and inferences
- Paraphrasing and summarizing sections of text or the whole text
Note(s):
- TxCCRS:
- IV. Listening — A. Apply listening skills in a variety of settings and contexts.
- V. Listening — A1. Use a variety of active listening strategies to enhance comprehension.
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| 6.6 |
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
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| 6.6A |
Describe personal connections to a variety of sources, including self-selected texts.
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Describe
PERSONAL CONNECTIONS TO A VARIETY OF SOURCES, INCLUDING SELF-SELECTED TEXTS
Including, but not limited to:
- Describing personal connections may include:
- Identifying relevant personal connections
- Explaining personal connections to specific details in sources using oral/written language, illustrations, and/or other media
- Identifying specific details and text evidence that supports personal connections
- Explaining the significance of personal connections to understanding details in the source
- Personal connections include:
- Connecting to one’s own experiences
- Connecting to other texts/sources
- Connecting to society
Note(s):
- Grade Level(s):
- The SE emphasizes the student’s ability to describe their connections to sources. Refer to 6.5E for information related to the metacognitive process of making connections.
- Refer to 6.4A for more information about self-selecting texts.
- TxCCRS:
- II. Reading — D. Acquire insights about oneself, others, or the world from reading diverse texts.
- II. Reading — D1. Make text-to-self, text-to-text, and text-to-world connections.
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| 6.6B |
Write responses that demonstrate understanding of texts, including comparing sources within and across genres.
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Write
RESPONSES THAT DEMONSTRATE UNDERSTANDING OF TEXTS
Including, but not limited to:
- Responses that demonstrate understanding of literary texts may include:
- Explaining inferences
- Describing personal connections and responses to the text
- Using relevant text evidence to support ideas in responses
- Responses that demonstrate understanding of informational texts may include:
- Explaining inferences
- Describing personal connections and responses to the text
- Using relevant text evidence to support ideas in responses
- Responses that demonstrate understanding of argumentative texts may include:
- Explaining inferences
- Describing personal connections and responses/reactions to the text
- Using relevant text evidence to support ideas in responses.
- Written response — a written sentence, paragraph, or essay that answers a question or prompt and typically requires detail, description, and/or analysis of a text
Note(s):
- Grade Level(s):
- Notetaking and annotating may be helpful prior to writing a response. Refer to 6.6E for more information related to these skills.
- Refer to 6.6C for more information about using text evidence to support responses.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A7. Compare and analyze how features of genre are used across texts.
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| 6.6C |
Use text evidence to support an appropriate response.
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Use
TEXT EVIDENCE TO SUPPORT AN APPROPRIATE RESPONSE
Including, but not limited to:
- Using text evidence to support a response may include:
- Understanding the focus of a self-selected or teacher-provided question, prompt, or idea
- Re-reading relevant portions of the text, including text/print and graphic features, to identify key words, phrases, and information in the text that explicitly or implicitly relate to the question, prompt, or idea
- Annotating or taking notes to identify relevant textual evidence
- Inferring the meaning of details in the text
- Determining the most pertinent details from the text needed to support a response
- Choosing to directly quote or paraphrase the evidence from the text to support a response
- Embedding enough context around the origin of the paraphrased or directly quoted evidence to ensure clarity of thought
- Providing original commentary that explains connections between the selected text evidence and idea/answer
- Text evidence — paraphrased or directly quoted detail(s) from a text that supports a reader’s claim, thought, inference, or analysis about the text
- Commentary — written/spoken explanations or interpretations that further develop an idea
Note(s):
- This SE supports using text evidence for both oral and written responses for a variety of purposes.
- Grade Level(s):
- Refer to 6.6B for more information on writing responses that demonstrate understanding of text.
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| 6.6D |
Paraphrase and summarize texts in ways that maintain meaning and logical order.
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Paraphrase
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER
Including, but not limited to:
- Paraphrasing may include:
- Identifying key ideas in a section of text and/or a whole text
- Considering the context surrounding a section of text to ensure ideas are interpreted correctly
- Differentiating between significant and less significant details
- Restating ideas from a text using one’s own words while maintaining the author’s intended message
- Paraphrase — restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.
Summarize
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER
Including, but not limited to:
- Summarizing may include:
- Determining key information, ideas, or details from a section of text or whole text
- Differentiating between significant and less significant details
- Identifying the overall text structure
- Synthesizing and describing key ideas from the beginning, middle, and end of the text to maintain logical order
- Emphasizing the author’s intended message, controlling/thesis, or claim
- Incorporating applicable vocabulary as necessary, including language associated with the text structure
- Summarize — to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.
Note(s):
- The terms paraphrase and summarize should not be used interchangeably. Please note that paraphrasing may involve giving attribution to the source.
- TxCCRS:
- II. Reading — A. Identify, analyze, and evaluate information within and across texts of varying lengths and genres.
- II. Reading — A4. Make evidence-based inferences about a text’s meaning, intent, and values.
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| 6.6E |
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
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Interact
WITH SOURCES IN MEANINGFUL WAYS
Including, but not limited to:
- Interacting with sources in meaningful ways may include:
- Notetaking and organizing thoughts, ideas, and questions
- Annotating and commenting on the text to identify and explain key ideas, record connections, and ask questions
- Freewriting to document understandings, reactions, and personal connections to a text
- Illustrating images to demonstrate understanding
- Capturing notes and ideas in journals, graphic organizers, sticky notes, digital devices, etc.
- Notetaking — the study skill of outlining or summarizing the ideas of a lecture, a book, or another source of information to aid in the retention of ideas
- Annotating — marking a text with notes and/or comments
- Freewriting — writing openly and continuously without restriction or focus on the conventional rules of language
Note(s):
- This SE highlights the importance of interacting with sources to create meaning and to support deeper reading.
- Grade Level(s):
- This SE may provide scaffolding for students in writing responses to sources. Refer to 6.6B for more information on writing responses to texts.
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| 6.10 |
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
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| 6.10A |
Plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests.
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Plan
FIRST DRAFT BY SELECTING A GENRE FOR A PARTICULAR TOPIC, PURPOSE, AND AUDIENCE USING A RANGE OF STRATEGIES
Including, but not limited to:
- Planning a first draft may include:
- Annotating the prompt (if provided) or identifying a self-selected or teacher-selected topic
- Identifying the purpose for writing: to inform, persuade, entertain, describe, analyze, etc.
- Determining the occasion in which the writing will be read or viewed
- Identifying the audience intended for the writing and determining the audience’s knowledge and interest level in the topic
- Determining which genre is appropriate to the topic, purpose, and audience by evaluating the characteristics of a variety of genres
- Understanding how to utilize the genre characteristics of the appropriate genre for the writing purpose
- Notetaking background knowledge and questions about the chosen topic and brainstorming ideas about personal interests in the topic
- Reading, annotating, and analyzing texts that relate to a prompt or chosen topics
- Discussing potential ideas with classmates/peers by asking and answering questions
- Developing an engaging controlling idea/thesis, claim, or theme relevant to the chosen topic
- Organizing notes into a graphic organizer, map/web, or outline by categorizing ideas and details about the selected topic and determining the best sequence to present them in the draft
- Drafting and revising the controlling idea/thesis, claim, or theme throughout the planning process
- Topic — a specific subject, idea, or issue that is the focus of a discussion, essay, article, or other work
- Purpose — the intended goal of a piece of writing; the reason a person writes
- Audience — the intended target group for a message, regardless of the medium
- Genre — the type or class of a work, usually categorized by form, technique, or content
Note(s):
- Although planning (or prewriting) is often referred to as the first step in the writing process, students may return to this step anytime throughout the process due to the recursive nature of the writing process.
- TxCCRS:
- I. Writing — A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose.
- I. Writing — A1. Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
- I. Writing — A2. Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
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| 6.10B |
Develop drafts into a focused, structured, and coherent piece of writing by:
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Develop
DRAFTS INTO A FOCUSED, STRUCTURED, AND COHERENT PIECE OF WRITING
Including, but not limited to:
- Developing drafts into structured, focused, coherent writing may include:
- Revising the working outline, graphic organizer, map/web from the planning stage based on readings, thinking, conversations, notes, and experimenting with the sequence of the organization to support the writing purpose and to appeal to the intended audience
- Writing a draft that follows the pre-planned outline, graphic organizer, or map/web
- Using a text structure(s) throughout the draft that is appropriate to the genre, audience, and purpose of the prompt, including a strong introduction, detailed body, and meaningful conclusion when necessary
- Including text evidence, ideas, or details that are strongly related and contribute to the controlling idea/thesis, claim, or theme
- Maintaining focus on the topic to create cohesion of ideas
- Elaborating on specific parts of the text to support the author’s purpose and the audience’s visualization and understanding
- Continuing discussion with a community of writers
Note(s):
- Although drafting is often referred to as the second step in the writing process, students may return to this step anytime throughout the process due to the recursive nature of the writing process.
- Grade Level(s):
- Reading and writing are reciprocal processes. As writers develop drafts, they draw ideas from texts they have read and may apply the craft and techniques of other authors in their own writing. Refer to 6.9A-G for more information about author’s purpose and craft.
- TxCCRS:
- I. Writing — A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose.
- I. Writing — A3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
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| 6.10B.ii |
developing an engaging idea reflecting depth of thought with specific facts and details;
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Develop
drafts into a focused, structured, and coherent piece of writing by:
Developing
AN ENGAGING IDEA REFLECTING DEPTH OF THOUGHT WITH SPECIFIC FACTS AND DETAILS
Including, but not limited to:
- Strategies for developing and supporting engaging idea (controlling idea/thesis/claim/theme) may include:
- Deepening knowledge of specific details related to the topic through various methods such as reflective writing/notetaking, discussions, background reading/research, interviewing, etc.
- Reflecting on personal, social, and/or universal implications of the topic and considering multiple perspectives on topic details to revise the working engaging idea as necessary
- Creating, narrowing, and modifying supporting ideas that maintain a focused and coherent connection to the topic, purpose, and working engaging idea
- Connecting prior knowledge, facts, and details to develop each supporting idea
- Developing explanations of supporting details that move beyond a literal meaning
- Selecting and utilizing specific and relevant examples, facts, analogies, and/or anecdotes to illustrate each supporting idea
- Providing meaningful and insightful commentary for each supporting idea and any examples, facts, etc. discussed therein
- Ensuring all development of ideas correspond with specified genre characteristics
- Facts — truths that are verifiable
- Details — ideas included or intentionally omitted by an author that contribute to his or her purpose
- Examples — instances or explanations that demonstrate, further clarify, or prove the accuracy of a statement or idea and may include a series of facts, interpretations, personal anecdotes, or hypothetical situations
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